Journal of Education and Learning Reviews

Professional Executives at Guangzhou University: Components, Model Validation, and Development Guidelines Administrative Leadership Competencies of Professional Executives at Guangzhou University

Ntapat Worapongpat — 2026-04-03

In recent years, Artificial Intelligence (AI) has played a pivotal role in transforming the educational sector worldwide, including Thailand. The rapid adoption of AI in higher education offers opportunities to improve efficiency, decision-making, and service delivery. However, the integration of AI also raises significant ethical concerns related to transparency, accountability, and data privacy. In private higher education institutions, administrators face the dual challenge of adopting advanced technologies while ensuring adherence to ethical standards. The aim of this research was to investigate the challenges of implementing AI and AI ethics in private universities in Bangkok and to assess the administrators’ preparedness for ethical and effective AI adoption.

Materials and Methods:

A mixed-method research design was employed. The quantitative sample consisted of faculty and administrative staff at Guangzhou University in the 2023 academic year, selected through stratified random sampling. Qualitative data were obtained from purposive interviews with key informants and a focus group discussion. Research instruments included semi-structured interview guides, five-point Likert scale questionnaires, and focus group protocols. Data were analyzed using descriptive statistics, Confirmatory Factor Analysis (CFA), and content analysis.

Results:

The results revealed four major components of professional executives: (1) strategic goal setting, (2) organizational leadership, (3) effective structural and administrative management, and (4) engagement and motivation of organizational members. A validated model consisting of 20 indicators was confirmed. The guidelines developed from the model comprised sets of recommendations for enhancing leadership capacity, strengthening organizational systems, improving strategic planning, and promoting participation among university members.

Conclusion:

This study aimed to examine the professional competencies of executives at Guangzhou University, confirm the structural model of these competencies through empirical analysis, and propose practical guidelines to enhance the professional development of university executives. Using a mixed-methods approach that integrated both quantitative and qualitative data, the research yielded a comprehensive and validated framework for understanding and improving executive performance in higher education

Balancing Face-Saving and Clarity in Written Teacher Feedback: A Systematic Review in Philippine Higher Education

Reybert Caberte — 2026-04-04

Background and Aim: Written teacher feedback functions not only as corrective instruction but also as socio-pragmatic communication that shapes student motivation and engagement. In Philippine higher education, politeness strategies influence how feedback is interpreted and applied, yet research remains fragmented. This study aims to synthesize literature on politeness strategies in written teacher feedback and examine their pragmatic and pedagogical implications.

Materials and Methods: A systematic thematic literature review of 50 empirical and theoretical studies was conducted using Brown and Levinson’s politeness theory as the analytic framework. Studies were selected through structured database searches, citation chaining, and quality appraisal, and coded for politeness strategies, pragmatic functions, engagement outcomes, perception alignment, and contextual influences.

Results: Findings show dominance of positive and negative politeness strategies that function to preserve rapport, reduce anxiety, and encourage revision. However, excessive indirectness sometimes weakens clarity and creates interpretive ambiguity. A recurring mismatch between teacher intentions and student perceptions was identified, influenced by cultural norms and feedback literacy.

Conclusion: Effective feedback requires balancing relational sensitivity with instructional clarity. Strengthening feedback literacy and pragmatic awareness in teacher education is recommended to improve engagement and learning outcomes.

Leadership Capacity and Equity in Resource Management: Addressing Global Gaps in Basic Education

Aisah Calandada — 2026-04-03

Background and Aim: Leadership capacity and equitable resource management are widely recognized as essential drivers of education quality and inclusivity. Global frameworks from UNESCO, OECD, and the World Bank emphasize that effective leadership shapes teacher motivation, resource allocation, and equity in learning opportunities, directly supporting Sustainable Development Goals (SDGs) 4, 10, and 16. Despite these insights, the Philippine basic education system continues to face challenges of centralization, fragmented governance, and inequitable distribution of resources. This study aims to examine leadership and equity themes across global and national reports, compare international frameworks with Philippine priorities, evaluate the utility of AI-assisted qualitative content analysis, and propose actionable recommendations aligned with the SDGs.

Materials and Methods: A qualitative content analysis was conducted using AI-assisted tools to systematically review extensive online educational documents, including global reports and Philippine policy papers. Thematic coding, triangulation, and comparative analysis were applied to identify recurring patterns, gaps, and opportunities for reform.

Results: Five major findings emerged: (1) persistent misalignment among CHED, PRC, and DepEd in teacher education and standards; (2) entrenched centralization limiting participatory governance; (3) inequitable resource allocation across regions, genders, and income groups; (4) limited leadership capacity at the school level due to inadequate training and fiscal support; and (5) fragmented datasets that weaken evidence-based policymaking. AI-assisted analysis enhanced efficiency, consistency, and rigor by automating coding, reducing bias, and detecting latent patterns across documents.

Conclusion: Strengthening leadership capacity and promoting equitable resource management requires systemic alignment of teacher standards, phased decentralization, equity-sensitive budgeting, institutionalized leadership training, and unified inter-agency data systems. These strategies advance inclusive, transparent, and accountable education governance aligned with SDGs 4, 10, and 16, offering practical pathways for reform in Philippine basic education.

A Structural Model of Servant Leadership, Teachers’ Job Participation, and Administrators’ Innovative Behavior at Liaoning University

Ntapat Worapongpat — 2026-04-03

Background and Aim: Higher education institutions in China are facing increasing pressure to enhance administrative effectiveness and innovation amid rapid organizational and technological change. Servant leadership, emphasizing service, empowerment, and ethical conduct, has been recognized as a leadership approach suited to academic contexts. However, empirical evidence regarding its influence on administrators’ innovative behavior, particularly through participatory mechanisms, remains limited. This study aims to examine the direct effect of servant leadership on administrators’ innovative behavior and to investigate the mediating role of teachers’ job participation at Liaoning University, China.

Materials and Methods: A quantitative research design was employed using survey data collected from 352 university administrators at Liaoning University in 2024. The research instrument measured servant leadership, teachers’ job participation, and administrators’ innovative behavior using five-point Likert-scale items. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to assess measurement validity and to test direct and indirect relationships among the variables.

Results: The CFA results indicated satisfactory construct validity and reliability. SEM analysis revealed that servant leadership had a significant positive direct effect on administrators’ innovative behavior (β = 0.28, p < .001). In addition, servant leadership significantly influenced teachers’ job participation (β = 0.61, p < .001), which in turn positively affected administrators’ innovative behavior (β = 0.52, p < .001). Mediation analysis confirmed that teachers’ job participation partially mediated the relationship between servant leadership and administrators’ innovative behavior, with a significant indirect effect (β = 0.32, p < .001). The overall model demonstrated good fit with the empirical data.

Conclusion: The findings indicate that servant leadership enhances administrators’ innovative behavior both directly and indirectly through teachers’ job participation. This partial mediation highlights the importance of combining servant-oriented leadership with participatory governance practices to foster innovation in higher education administration. Universities seeking to strengthen administrative innovation should promote servant leadership while actively encouraging teachers’ involvement in institutional decision-making and collaborative processes.

Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study

Rose Joy Malinao — 2026-04-06

Background and Aim: This sequential explanatory mixed-methods study determined the stress levels of the academic stress predictors and levels of student engagement among the 442 Teacher Education students in Northwestern Mindanao State College of Science and Technology, Tangub City.

Materials and Methods: The quantitative data gathered using modified and validated survey questionnaires revealed the stress level of the following academic stress predictors: the students’ Life Satisfaction is often received, the students have low internal Locus of Control, the students’ Gender Identity is sometimes thought, and the students’ Social Support is sometimes received; the levels of affective engagement, cognitive engagement, behavioral engagement and social engagement are high. Through multiple regression analysis, among the stress predictors, life satisfaction, locus of control, and social support are statistically significant with a significance level of 0.05. Using in-depth interviews of 12 participants from the randomly selected students per program in every year level, the qualitative data were analyzed using thematic analysis.

Results: There is a significant relationship between the significant stress predictors and student engagement, with an r-value of 0.448 interpreted as a weak correlation. There are eight themes that emerged, highlighting how the perceived academic stress predictors affect student engagement.

Conclusion: Student engagement comes from oneself, as a positive attitude, a higher level of life satisfaction, and a strong locus of control lead to higher academic engagement. Moreover, the external factors that surround a learner might affect those self-driven factors, such as received support that encourages students and the learning environment that possibly affects students’ study habits and choice of learning modality.

Educational Leaders’ Preparation for Digital and Change Management in Basic Education: A Qualitative Document Analysis of Policy Expectations and Preparation Pathway

Norhaemah Dangdang — 2026-04-03

Background and Aim: Digital transformation has expanded expectations placed on educational leaders in basic education, particularly in relation to organizational change, innovation, equity, and governance. International policy and institutional frameworks increasingly position school leaders as key agents of digital transformation, yet less is known about how leadership preparation is framed in these documents and whether preparation pathways are articulated beyond aspirational expectations. This study examines how educational leaders’ preparation for digital and change management is conceptualized and articulated in publicly available online policy and institutional documents.
Materials and Methods: The study employed qualitative document analysis guided by Bowen’s framework. A corpus of fifteen agenda-setting documents published between approximately 2015 and 2024 was purposively selected from a broader universe of international policy and institutional texts based on relevance to educational leadership, digital transformation, and change management in basic education. The dataset included UNESCO policy reports and guidance documents, alongside leadership standards, digital competence frameworks, and policy-oriented reports from other reputable international organizations. Data was analyzed using iterative qualitative content analysis combining deductive and inductive coding, with SDGs 4, 9, 10, and 16 used as an analytic lens. Digital tools supported document organization and cross-document comparison

Results: Findings indicate that leadership preparation is predominantly framed in normative and competency-based terms, emphasizing leadership roles and expectations but offering limited articulation of explicit preparation pathways. While key competencies related to digital leadership and change management are highlighted, alignment with the SDGs is partial and uneven. Preparation discourses align more strongly with SDG 4 (Quality Education) and SDG 9 (Innovation and Infrastructure) than with SDG 10 (Reduced Inequalities) and SDG 16 (Strong Institutions), which remain largely implicit. Significant gaps persist in relation to digital ethics, equity-oriented leadership, AI governance, and systematic change management preparation.

Conclusion: The study identifies a persistent disconnect between policy expectations and preparation pathways for educational leaders in basic education. The findings underscore the need for explicit, coherent, and SDG-aligned leadership preparation frameworks that move beyond aspirational rhetoric toward systematic capacity-building for sustainable and equitable digital transformation.

AI Corrective Feedback and Thai EFL Writing: A Literature-Based Review

Siwen Li — 2026-04-03

Background and Aim: The rapid development of artificial intelligence (AI) has introduced new possibilities for providing corrective feedback in English as a Foreign Language (EFL) writing instruction. In Thai higher education contexts, EFL learners continue to experience persistent difficulties in academic writing, while teachers face time and workload constraints in delivering detailed and individualized feedback. This study aims to review existing literature on Thai EFL writing difficulties, corrective feedback, and AI-assisted feedback in order to explore the pedagogical potential of AI-generated corrective feedback in EFL writing development.

Materials and Methods: This study adopts a literature-based review approach. Relevant studies were retrieved from major academic databases, including Scopus, ERIC, and Google Scholar. The selection criteria focused on peer-reviewed publications addressing EFL writing, corrective feedback, and AI-assisted feedback, with particular attention to studies involving Thai or comparable EFL contexts. The selected literature was analyzed thematically to identify recurring patterns in writing challenges and feedback practices.

Results: The review reveals that Thai EFL university students commonly encounter difficulties related to grammatical accuracy, lexical choice, coherence, and academic writing conventions. The thematic analysis indicates that AI-generated corrective feedback is particularly effective in addressing surface-level language errors and providing immediate and consistent feedback, while it remains limited in offering context-sensitive and discourse-level guidance. Studies also highlight the need for teacher mediation when integrating AI feedback into writing instruction.

Conclusion: This review concludes that AI-assisted corrective feedback can function as a valuable complement to teacher feedback in Thai EFL writing classrooms. When used alongside human guidance, AI tools have the potential to enhance writing development by supporting frequent revision and individualized learning. Future research is encouraged to conduct empirical studies examining the combined use of AI-generated and teacher-provided feedback in Thai higher education contexts.

Expressive Art Workshops and Early Psychosocial Detection: A Mixed-Methods Study

Joshua Agpaoa — 2026-04-03

Background and Aims: Early psychosocial challenges in basic education can adversely impact learners’ engagement and well-being, especially when their language expression abilities are constrained. Expressive art activities provide developmentally appropriate, non-verbal environments that may facilitate the observation of psychosocial indicators within educational contexts. Conducted in the Philippine basic education setting, this study is framed within an education management perspective, examining how expressive art workshops support facilitator observation, early psychosocial awareness, and preventive support processes within structured school systems rather than functioning as therapeutic interventions. This study sought to evaluate the effectiveness of an expressive art workshop as a supplementary, screening-supportive instrument for early psychosocial identification in primary school.

Methods: An applied mixed-methods design utilised facilitator feedback from 29 facilitators across basic education contexts. Quantitative data were gathered via standardised Likert-scale items and analysed using descriptive statistics, composite indices, one-sample t-tests, and exploratory Pearson correlation analysis. Primary composite results indicated a Workshop Implementation Index (WII) mean of 4.42 and a Detection Capacity Index (DCI) mean of 3.73. The methodology emphasised facilitators’ roles as structured observers within the educational process, supporting early awareness and informed follow-up rather than clinical detection. Reflexive thematic analysis was employed to analyze qualitative responses, identifying observable engagement patterns and contextual influences.

Results: The findings showed that implementation quality and perceived detection capacity were both significantly above neutral levels (WII = 4.42, t = 14.86, p < .001; DCI = 3.73, t = 6.03, p < .001). Qualitative analysis revealed themes of expressive art as a safe medium for non-verbal communication, the emergence of psychosocial markers through engagement patterns, and the influence of environmental conditions on observation quality. These results suggest the workshop’s preventive and screening-supportive value, supporting early awareness and informed follow-up within existing school support systems rather than diagnostic identification.

Conclusion: Expressive art workshops can serve as ethical, non-intrusive, and supportive practices that enhance existing psychosocial support frameworks in basic education. The study’s unique contribution lies in repositioning expressive art activities as structured observation tools for facilitators within routine school settings. From an education management perspective, the approach strengthens early monitoring processes, supports facilitator observation roles, and contributes to preventive, system-level support practices aligned with safety-oriented educational frameworks.

Effect of Online Classes on Academic Performance of Nursing Mothers in Public Universities in Rivers State

Eliphaletphebe Amaewhule — 2026-04-04

Background and Aims: Nursing mothers in public universities often face significant challenges in balancing academic responsibilities with childcare duties, which can negatively affect their participation and academic performance. The emergence of online learning offers a flexible alternative that may help address these constraints by enabling continuous engagement in academic activities. This study examined the effect of online classes on the academic performance of nursing mothers in public universities in Rivers State, Nigeria.

Methodology: A survey research design was adopted. The study population comprised nursing mothers at public universities in Rivers State, from whom 103 respondents were selected using snowball sampling. Data were collected using a self-structured questionnaire, while academic performance was measured using students’ CGPA. The instrument was validated and yielded a reliability coefficient of 0.93. Data analysis involved mean, standard deviation, logistic regression, and a z-test at a 0.05 level of significance.

Results: The findings revealed that online classes enhance academic performance by promoting personalized learning and improving access to academic materials. However, challenges such as poor time management, inadequate infrastructure, and limited technological skills were identified. Logistic regression analysis showed a significant relationship between online learning variables and academic performance, with digital skillfulness, access to devices, and engagement time as key predictors. Additionally, no significant difference was found between married and single nursing mothers regarding perceived benefits and challenges.

Conclusion: The study concluded that online learning positively influences the academic performance of nursing mothers by providing flexibility and opportunities for personalized learning. Nevertheless, its effectiveness depends on access to digital resources, technological competence, and supportive infrastructure, which must be improved to maximize its benefits.

Teacher-Mediated Integration of Artificial Intelligence Tools in Special Education: A Phenomenological Study of Inclusive Classroom Practices

Suzzette Singcay — 2026-04-04

Background and Aim: Artificial Intelligence (AI) integration has great potential to improve personalized and inclusive education. In Special Education (SPED), this potential is especially significant for meeting the diverse and individual needs of learners with disabilities. Guided by the Technology Acceptance Model (TAM) and Universal Design for Learning (UDL) principles, this study explored the lived experiences of SPED teachers in using AI tools, focusing on their practical applications, challenges encountered, and the support systems necessary for successful implementation.

Materials and Methods: A qualitative phenomenological design was employed, involving semi-structured in-depth interviews with ten special education teachers. Their accounts of using AI tools in the classroom were collected and transcribed verbatim. The data were then analyzed thematically to identify significant patterns and lived experiences.

Results: Three main themes emerged from the analysis: (1) teacher-mediated integration, where educators used AI tools as extensions of their expertise to support differentiated instruction rather than as autonomous substitutes; (2) ambivalent experiences characterized by both empowerment through time savings and frustration due to inadequate infrastructure, insufficient training, and lack of cultural relevance; and (3) socio-technical and infrastructural barriers that positioned AI implementation as an organizational process requiring systemic support. The findings demonstrate that successful AI integration depends on strong institutional support while preserving teacher professional judgment—a finding consistent with TAM's emphasis on perceived usefulness and UDL's focus on flexible, learner-responsive design.

Conclusion: The study concludes that AI tools have significant potential to promote inclusive education when used as assistive tools mediated by teacher expertise. Their successful and ethical adoption, however, depends on systemic interventions including specialized training, reliable infrastructure, and supportive institutional structures. Rather than replacing teachers, AI serves as a valuable enhancement to educators' capacity to meet diverse learner needs. These findings highlight that AI integration in special education is fundamentally a technological education management issue requiring coordinated organizational support.

A Team-Based Excellence Model for Innovative Educational Management Among New-Generation University Administrators in Liaoning Province

Ntapat Worapongpat — 2026-04-03

Background and Aim: Higher education is rapidly changing due to innovation and digitalization, which have presented new difficulties for management and governance teams at universities. Advanced competencies in collaborative leadership, digital reform, and innovative educational administration are necessary for university administrators of the new generation. The purpose of this project was to create and validate the Innovative Educational Management Excellence Team (IEMET) Model for China's Liaoning Province's newer universities.

Materials and Methods: A mixed-methods study design was implemented in three subsequent periods. To collect qualitative data for Phase 1, seven key informants took part in semi-structured interviews and a comprehensive literature review. After identifying five essential components—Management System Improvement (IMS), Performance Evaluation (PEN), Personnel Training (PTG), Digital Reform (DIM), and Teamwork (TEK)—the study's initial pool of 68 indicators was whittled down to 52 indicators. For Phase 2, 312 university academic leaders, faculty, and administrators supplied quantitative data through stratified random sampling. The data were assessed using descriptive statistics, reliability analysis, and second-order Confirmatory Factor Analysis (CFA) in the framework of structural equation modeling (SEM). In Phase 3, expert focus groups were conducted to develop implementation guidelines.

Results: The findings confirmed that the IEMET Model demonstrated strong construct validity and high reliability, with all model fit indices meeting recommended criteria. Among the five components, Digital Reform (DIM) exerted the strongest influence on innovative educational management excellence, followed by Teamwork (TEK), Performance Evaluation (PEN), Management System Improvement (IMS), and Personnel Training (PTG).

Conclusion: The study offers a methodical and verified framework for bolstering creative educational management teams in postsecondary educational establishments. For universities looking to improve governance effectiveness, cultivate innovative and collaborative cultures, and effectively manage digital transformation in modern higher education environments, the IEMET Model provides helpful advice.

Navigating Intercultural Teaching in Indigenous Peoples' Education Schools: A Case Study on the Lived Experiences of Non-IPED Teachers Working with Subanen Learners

Jendil Tañon — 2026-04-04

Background and Aim: Culturally responsive education, grounded in sociocultural theory, affirms that learning is mediated by cultural tools, social interaction, and community knowledge systems. In the Philippines, Indigenous Peoples Education (IPEd) requires teachers to navigate culturally diverse classrooms while integrating Indigenous Knowledge Systems into instruction. However, many educators assigned to IPEd-implementing schools lack specialized training in this area. This study explored the lived experiences of non-IPED teachers in schools serving Subanen learners, focusing on their expectations, preparations, pedagogical approaches, challenges, coping mechanisms, and perceived administrative support.

Materials and Methods: This qualitative case study, anchored in Merriam's (2009) framework, involved ten non-IPED teachers from IPEd-implementing schools in the District of Sominot, Zamboanga del Sur, selected through purposive sampling. Data were collected through semi-structured interviews, field observations, and document analysis, and were analyzed using thematic analysis guided by Vygotsky's (1978) sociocultural theory.

Results: The findings revealed three interconnected dimensions of teachers' experiences. First, teachers entered IPEd assignments with apprehension rooted in cultural unfamiliarity, prompting self-initiated preparations including community immersion and self-directed cultural learning. Second, their pedagogical adaptations—contextualization, translanguaging, use of indigenous materials, and collaborative learning—demonstrated efforts to create culturally mediated learning environments. Third, persistent challenges comprising language barriers, scarcity of culturally appropriate materials, cultural dissonance, and geographic constraints were managed through community engagement, peer collaboration, personal reflexivity, and resourcefulness. Administrative support remained limited to encouragement without adequate resources, training, or consistent policy implementation.

Conclusion: Non-IPED teachers demonstrate significant adaptive capacity in creating culturally responsive learning environments despite systemic constraints. Their experiences illustrate how teachers function as cultural mediators who, through interaction with community members and peers, scaffold Indigenous learners' understanding while simultaneously developing their own intercultural competence. The study contributes to culturally responsive pedagogy by revealing how sociocultural processes operate in Indigenous education contexts and by identifying systemic gaps that hinder sustainable implementation. Recommendations include strengthening teacher preparation through community-embedded training, developing culturally appropriate materials with Indigenous elders, and establishing formal community partnership structures at the school level to enable effective IPEd implementation.

Practice and Exploration of 3D Printing as a Digital Learning Innovation in Technology Education for Teenagers

Yan Jiangang — 2026-04-04

Background and Aim: While 3D printing is widely promoted in K-12 education, existing research focuses mainly on technical skill acquisition, leaving a critical gap: how to systematically integrate 3D printing into curricula to simultaneously develop technical competencies, mathematical reasoning, and cultural awareness. This study addresses that gap by examining a three-stage curriculum built around the "Trinity" teaching model—theoretical cognition, hands-on practice, and value guidance—and investigates its effects on adolescents' cognitive processes and learning outcomes.

Materials and Methods: A two-year design-based study was conducted at a university science center and two partner schools in Shanghai, involving 156 students aged 10–15. Data included pre/post knowledge tests, performance assessments using validated rubrics, classroom observations, and student reflections. Quantitative analysis measured gains in technical understanding and mathematical application; qualitative analysis captured shifts in cognitive strategies and cultural identity.

Results: Mastery of 3D printing principles increased from 42% to 95% (p < .001). Independent modeling and optimization reached 90% and 85%, respectively. Students' perception of mathematics as practically useful rose by 65%. Qualitative data revealed three cognitive shifts: (1) reduced cognitive load through physical manipulation, (2) systematic troubleshooting during design iterations, and (3) enhanced cultural confidence via heritage projects (e.g., reproducing traditional ocarinas, mortise-tenon joints). The Trinity model proved effective in connecting abstract concepts with tangible practice.

Conclusion: This study offers a way to bring 3D printing into secondary STEM classrooms that has been tested and could be used elsewhere. The Trinity model produced changes in students that went beyond technical skills—shifts in how they thought and acted that we could actually measure. The work should be useful to people working in educational technology, designing curriculum, or training teachers, especially those trying to bring cultural heritage together with STEM teaching.